foundation degree in surveying practice...v02.00 19/11/2014 minor amendment to module titles nikki...

Foundation Degree in Surveying Practice Programme Specification

Version: 5.00

Status: Final

Author: Nikki Bulteel, Karl Bunting & Richard Sykes

Date: 30/07/2015

Foundation Degree in Surveying Practice

Programme Specification

© CEM 30/07/2015 V5.00

ii

Approval History Version Date Name Organisation

V01.00 25/06/2014 Validation CEM/validation panel

V02.00 19/11/2014 UBOS CEM

V03.00 09/02/2015 Chair of UBOS CEM

V04.00 09/06/2015 Validation CEM/validation panel

V05.00 30/07/2015 UBOS CEM

Document History Version Date Reason Person

V00.01 17/04/2014 First draft Nikki Bulteel

V00.02 25/04/2014 Second draft incorporating Interim Assoc. Dean’s comments

Nikki Bulteel & Richard Sykes

V00.03 13/05/2014 Third draft incorporating Interim Vice Principal’s comments

Nikki Bulteel

V00.04 20/05/2014 Amendments required to Regs and Admissions

Nikki Bulteel

V00.05 23/05/2014 Minor amendments Nikki Bulteel

V00.06 29/05/2014 Incorporation of reviewer comments Nikki Bulteel

V00.07 04/06/2014 Incorporation of internal panel comments Nikki Bulteel

V00.08 05/06/2014 Final amendments Nikki Bulteel

V01.00 25/06/2015 Finalisation post validation Nikki Bulteel

V01.01 24/09/2014 Review and approval by UBOS Nikki Bulteel

V02.00 19/11/2014 Minor amendment to module titles Nikki Bulteel

V03.00 09/02/2015 Removal of pre-requisite module for Portfolio of Learning from the Workplace

Karl Bunting

V03.01 29/04/2015 Update of several module titles. Karl Bunting

V03.02 13/05/2015 Update based on internal scrutiny Richard Sykes & Karl Bunting

V03.03 15/05/2015 Update based on directors group meeting Karl Bunting

V03.04 18/05/2015 Final draft Karl Bunting

V04.00 09/06/2015 Finalisation post validation Karl Bunting

V05.00 30/07/2015 Review and approval by UBOS Karl Bunting



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Summary Programme Details Final Award

Title of (final) programme awards:

Foundation Degree Surveying Practice

Credit points:

Foundation Degree in Surveying Practice: 260

Level of awards (QAA FHEQ):

5

Interim award(s)

Interim award 1:

Certificate of Higher Education Surveying Practice

Credit points: 120

Level of award (QAA FHEQ):

4

Interim award 2:

Diploma of Higher Education in Surveying Practice

Credit points: 240

Level of award (QAA FHEQ):

5

Validation

Validating institution:

The College of Estate Management

Date of last validation:

18/19 June 2014

Date of next periodic review:

TBC

Professional recognition

Recognising body:

Royal Institution of Chartered Surveyors 01/09/14

(to be re-applied for subsequent to validation)

Date of last programme accreditation:

n/a


tbc



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Modules required for Diploma of Higher Education in Surveying Practice are shown in Stages 1 and 2 of the Programme Structure table on pages 9 & 10.

Accrediting body:

Date of last accreditation:


Miscellaneous

QAA benchmark statement

Foundation Degree qualification benchmark

Quality Assurance Agency (QAA), 2010, Foundation Degree Qualification Benchmark (May 2010) [online]. Available at http://www.qaa.ac.uk/publications/informationandguidance/pages/foundation-degree-qualification-benchmark-may-2010.aspx [accessed 30 May 2014]

Start Date October 2014



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Programme Overview Rationale

The proposed Foundation Degree is a fully supported distance learning experience that is designed to appeal to a very broad spectrum of students.

The Programme :

develops appropriate and relevant knowledge, skills and techniques through a combination of academic study and work based-learning. This aims to foster reflective practice of experience gained and (where appropriate) competence developed through problem-solving activity

meets the needs of students and their employers in the real estate and surveying sectors. It also caters for students not employed in this sector or simply unemployed.

provides a higher education entry point for students who have insufficient qualifications, or motivation, to enrol onto an Honours Degree course

provides a progression opportunity to CEM’s own BSc, and courses at other higher education institutions, in order to acquire Level 6 surveying and land-based related qualifications

A full introduction to and Rationale for this Programme is contained in the papers entitled ‘Foundation Programme in Surveying Practice – Rationale’ dated June 2014 and the FD SP Enhancement Proposals Rationale dated May 2015.

Entry requirements

Entrants to this Programme are normally required to have attained one of the following:

Grade C or above in English (Language or Literature) and Maths at GCSE or its equivalent

Grade 6.0 or above, with at least 5.5 in the reading and writing modules, in the International English Language Testing System (IELTS) test administered by the British Council in the Social Sciences academic module

79 or above in the Internet option, 213 or above in the computer-based option or 550 or above in the paper-based option, of the Teaching of English as a Foreign Language (TOEFL) test

Accredited prior experiential learning (APEL) may be used for admission onto Foundation Programme in accordance with the entry requirements stated above.

Recognition of Prior Experiential Learning (RPEL) may be used for admission onto Foundation Degree in accordance with the entry requirements stated above.

Applicants are normally expected to be 18 years old or over Applicants who do not fit the above criteria will be treated sympathetically and dealt with on a case by case approach in which the main criterion will be the student’s potential to benefit from and ability to complete the course. The decision will be made by the programme leader.

Exemptions

Exemptions are normally considered on a module-by-module basis up to a maximum of 50% of the course (either Stage 1 or 2). The basis for consideration of exemption from a module is as follows:

HND/HNC or NVQ in relevant subjects

Exemption from the Work-Based Learning elements of the Programme will not be given to any student due to the requirement for work-based learning throughout this Programme



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CEM policy and procedures for Accreditation of Prior Experiential Learning (APEL) and Accreditation of Prior Certificated Learning (APCL) are set out in the CEM Code of Practice: Accreditation of Prior Learning. This policy statement takes precedence in any such decision.

CEM policy and procedures for Recognition of Prior Experiential Learning (RPEL) and Recognition of Prior Certificated Learning (RPCL) are set out in CEM Code of Practice: Recognition of Prior Learning. This policy statement takes precedence in any such decision

Programme progression

At the end of Stage 1, the student may revisit their chosen pathway.

Assessment and Progression are conducted in accordance with the CEM General and Academic Regulations for Students and the CEM Foundation Degree Assessment, Progression and Award Regulations.

Students will be allowed to progress at an advance level on to the CEM BSc programmes. The level of entry into the BSc will be dependent on student’s prior performance, diet of modules passed and specialist BSc selected. Consideration here will be on given on the prior award level (Pass, Merits or Distinction) and the mapping of prior learning outcomes. It is foreseen that students will have to carry out no more than two level 5 BSc models.

Awards

On successful completion of Stage 1 of the Foundation Programme, a Certificate of Higher Education shall be awarded to those who exit the Programme

On successful completion of Stage 2 and 3 a Foundation Degree shall, on the basis of a student’s performance at these Stage’s, be awarded to those who complete the Programme

Awards are conferred in accordance with the CEM General and Academic Regulations for Students and the CEM Foundation Degree Assessment, Progression and Award Regulations.

Career prospects

Foundation Degrees, as well as Diplomas and Certificates, serve as a springboard for further study and / or entry into the professional workforce. This Programme equips students with the essential subject knowledge and study skills to enable them to enter and work within the real estate and surveying areas of practice within the property industry. The opportunities available are fairly extensive and include but are not limited to the following career paths:

Property agency and management

Property development

Contract surveying

Quantity surveying

Estimating

Building surveying

Residential estate agency

Construction management



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Study support

Induction module:

All students are expected to complete the non-credit bearing Induction Module before the Programme commences. The Induction Module is designed to equip students with the skills they need to study at CEM. The topics covered include:

Studying at a distance

Understanding your learning style

How to manage your time

Reading actively and critically

Introduction to the e-library

Developing academic writing

Writing in your own words - a guide to how to reference your work

The induction topic about referencing prepares students for the online test in referencing and citation that must be completed and passed prior to commencement of their studies.

The resources within the Induction Module are available to students throughout the duration of their study with CEM.

Student learning support:

The Programme is delivered via the College VLE and academic teaching and support is provided online giving student’s access to CEM tutors and other students worldwide.

The CEM Student Central will act as the main point of contact for students throughout the duration of their programme. In addition the Programme has a dedicated course administrator.

The academic team will guide and support students’ learning. Furthermore all students who do not engage with initial assessment or the VLE will receive additional support from the Programme team. Other CEM teams provide support for assignments, exams and technical issues including ICT. Each student, wherever their location, will have access to a wealth of library and online materials to support their studies.

English language support:

English is the common language for all Programmes. It is appreciated that some students will need additional support. Therefore, the VLE provides additional resources on developing academic writing skills to help students whose first language is not English.



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Programme Aims Programme aims

The CEM Foundation Degree is designed to provide access to higher education study for a wide range of applicants. These may include those who wish to enter the real estate and surveying professions but lack the appropriate academic qualifications, those who already work in the surveying industry seeking career progression and recognition and those who are self-employed and require more formal and/or professional qualifications.

The Programme provides flexibility and breadth of study opportunities for students whilst aligning this Programme with CEM’s wider academic offer. It aims to:

• develop students’ ability to engage with the professional environment in order to analyse, synthesize and report on surveying and business issues within the context of the real estate and construction sectors;

• provide both current and aspiring built environment and surveying professionals with an opportunity to develop appropriate skills and competencies in an area of construction and real estate that allows them to further enhance their careers, including achievement of membership of relevant professional bodies;

• provide an educational programme that is sufficiently flexible to give access to appropriately motivated students to allow them entry onto an Honours degree course.

Both the Diploma and Degree lend themselves to advanced placement should students ultimately wish to enrol onto a Bachelor’s degree programme.

Learning Outcomes A: Knowledge and Understanding

Learning outcomes

By the end of the Programme students should be able to demonstrate:

A1 Comprehension of the fundamental principles of surveying and the way in which the principles have developed

A2 Understanding of the technology required for constructing a range of buildings and their associated services

A3 Awareness of the legal and regulatory background to working in the surveying industry

A4 Understanding of appropriate organisational and financial management processes

Learning and teaching strategy

Module delivery follows a standard format incorporating a range of subject appropriate resources suitable for the online distance learner. This may include, but is not limited to, audio visual presentations, interactive case studies and online journals. Modules are supported by a core e-book and access to the CEM e-library. This is provided by the College’s Virtual Learning Environment (VLE).



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Assessment methods

Formative assessment

The purpose of formative assessment is to provide regular and constructive feedback to students to motivate and guide them through their learning. Formative assessment opportunities and feedback are provided on each module. These vary in format and may include self-assessment quizzes and tutor guided discussion. All are designed to motivate and support the student. Formative assessment of the work based learning element is through regular reviews of, and feedback on, students’ progress. Where appropriate, both the workplace facilitator and the student receive review comments to help refine the students’ work.

Summative assessment

Stage 1

Summative assessment methods and formats vary across the modules and include computer aided assessment, coursework, examination and portfolio work. All are appropriate to the individual module, its academic level and stated learning outcomes.

Stage 2

Summative assessment methods and formats vary across the modules and include coursework and examinations. All are appropriate to the individual module, its academic level and stated learning outcomes. Work based learning is summatively assessed at the end of Stage 2 through the compilation of a portfolio of experience and reflection thereon.

Stage 3

Work based learning is summatively assessed at the end of Stage 3 through the compilation of a work based project report.

B: Cognitive skills

Learning outcomes

By the end of the Programme, students should be able to demonstrate how to:

B1 synthesise their learning throughout the range of subject areas covered

B2 apply underlying concepts and principles outside the context in which they have been studied, including the application of those principles in an employment context

B3 transfer appropriate knowledge and skills from one topic within a subject to another


Students are encouraged to develop and apply their knowledge and understanding through a range of online activities and exercises. These require students to apply their awareness and comprehension to simple surveying scenarios and issues.

Assessment methods


Students are encouraged to engage in group discussions and collaborative learning with their peers and tutors. Formative assessment of the work based learning element will be through regular reviews of, and feedback on, students’ progress. Where appropriate, both the workplace facilitator and the student receive review comments to help refine the students’ work.



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Stage 1

Cognitive skills are summatively assessed through a range of coursework tasks and examinations.

Stage 2

Summative assessment methods and formats vary across the modules and include coursework and examinations. All are appropriate to the individual module, its academic level and stated learning outcomes. Achievement of learning outcomes B1 to B3 through work based learning are summatively assessed at the end of Stage 2 through the compilation of a portfolio of experience and reflection thereon.

Stage 3

Achievement of learning outcomes B1 to B3 through work based learning is summatively assessed at the end of Stage 3 through the compilation of a work based project report.

C: Practical and professional skills

Learning outcomes

By the end of the Programme students should be able to demonstrate how to:

C1 collect, record and present data logically

C2 use the main methods of enquiry to evaluate the appropriateness of different approaches to solving a range of tasks arising in professional practice

C3 recognise the limits of their knowledge and how this influences analysis and interpretations based on that knowledge


Students are encouraged to share knowledge and ideas in relation to surveying and their studies. A range of online activities require students to investigate and research given information and make reasoned decisions.

Assessment methods


A range of formative assessment activities are utilised to help develop the students’ ability to investigate practical issues thoroughly and provide reasoned advice. Formative assessment of the work based learning element is through regular reviews of, and feedback on, students’ progress. Both the workplace facilitator and the student receive review comments to help refine the students’ work.


Stage 1

Practical and professional skills are summatively assessed through a range of coursework tasks and examinations.



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Stage 2

Summative assessment methods and formats vary across the modules and include coursework and examinations. All are appropriate to the individual module, its academic level and stated learning outcomes. Achievement of learning outcomes C1 to C3 through work based learning is summatively assessed at the end of Stage 2 through the compilation of a portfolio of experience and reflection thereon.

Stage 3

Achievement of learning outcomes C1 to C3 through work based learning is summatively assessed at the end of Stage 3 through the compilation of a work based project report.

D: Key/transferable skills

Learning outcomes

By the end of the Programme students will be able to:

D1 communicate and collaborate effectively using a range of media

D2 work under their own initiative and manage their time efficiently

D3 solve problems and make decision


Teaching of module topics requires students’ engagement with a range of online activities that develop communication and collaboration skills. The timing of these activities within the study period requires the development of effective time management skills.

Assessment methods

Formative assessment is provided by opportunities for feedback and support from the tutor and fellow students.

Communication, collaboration and time management skills are tested through the range and requirements of summative assessment throughout the Foundation Degree.

Further details of Technical Skills assessment can be found at the back of this document.

Programme Structure

Semester Module Core /Option/

/Elective

Credit points

FHEQ level

STAGE 1

October Technical and Professional Communication * or

Introduction to Sustainable Development

Core 20 4

October People & Organisational Management

Core 20 4

October Resources Management Core 20 4



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Semester Module Core /Option/

/Elective

Credit points

FHEQ level

April Communication for Surveyors* or


Core 20 4

April Building, Environment, Technology and Simple Construction

Core 20 4

April Either:

Introduction to Real Estate Practice or

Introduction to Construction Practice or

Introduction to Building Surveying Practice

Option 20 4

STAGE 2

October Practical Law for Construction and the Built Environment or

Portfolio of Learning from the Workplace

Core 20 5

October Professional & Statutory Regulation

Core 20 5

October Economics for Construction and the Built Environment

Core 20 5

April Practical Law for Construction and the Built Environment or


Core 20 5

April Building, Environment, Technology and Framed Structures

Core 20 4

April Either:

Measurement and Estimating or

Surveying & Maintaining Buildings or

Residential Estate Agency & Management or

Valuation Context & Principles

Elective 20 5

STAGE 3 (FOUNDATION DEGREE ONLY)

April or October

Professional Learning Portfolio Core 20 5



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Notes:

* This module must be studied in the student’s first semester hence these modules are delivered in both semesters.

Distinctive features of the programme structure:

Access route to further HE study

Enhanced entry points on to CEM BSc Programme from the Degree

Choice of study pathways to suit career aspirations

Ability to transfer between study pathways at the end of each Stage

Interactive Induction Module

Flexible start date – two intakes per academic year (October or April)

Introductory networking event

A Foundation Degree that offers modules that map to RICS competencies in Commercial Property, Valuation, Building Surveying, Quantity Surveying, Residential Estate Agency and Residential Property Management



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Curriculum Map This table indicates which study units assume responsibility for delivering (X) and assessing (A) particular programme learning outcomes.

Module Programme outcomes

A1 A2 A3 A4 B1 B2 B3 C1 C2 C3 D1 D2

Technical & Professional Communication

X X

A

X

A

X

A

X

A

X

A

A

X

A

X

A

X

People & Organisational Management

X X

A

X

A

X

A X

X

A

X

A X X

X

A

Resources Management

X

X

A

X

A

X

A X

X

A

X

A X X

X

A


X

A

X

A

X

A

X

A X

X

A

X

A

X

A

X

A

X

A

Building, Environment, Technology & Simple Construction

X

A

X

A

X

A X

A X X A X X

X

A

Introduction to Real Estate Practice

X

A

X

A X

A

X

A X

X

A

Introduction to Construction Practice

X

A

X

A

X

A X

A X

A

X X

X

A

Introduction to Building Surveying Practice

X

A

X

A

X

A

X

A X

A

X X

X

A

Practical Law for Construction and the Built Enviroment

X

A

X

A

X

A

X

A X

X

A

X

A

X

A

X

A

Professional & Statutory Regulation

X

A X

X

A

X

A

X

A

X

A X A

A

X X

X

A

Economics for Construction and the Built Enviroment

X

A

X

A

X

A

X

A

X

A X A


A

X

A

A

A

X

A A A A A

A

X

A

X

A

Building, Environment, Technology & Framed Structures

X

A

X

A

X

A X X X A



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Module Programme outcomes

A1 A2 A3 A4 B1 B2 B3 C1 C2 C3 D1 D2

Measuring and Estimating

X

A

X

A

X

A X

X

A X X

X

A

Surveying & Maintaining Buildings

X

A

X

A X

X

A

X

A

X

A

X

A

X

A X

X

A A

Residential Estate Agency & Management

X

A

X

A

X

A X X

X

A X A

Valuation Context & Principles

X

A

X

A

X

A X

X

A

X

A X A

Professional Learning Portfolio

A A X A A A A



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TRANSFERABLE SKILLS MATRIX

MODULES

Communication skills

Apply IT skills

Apply numerical skills

Problem solving and decision making

Team working

Work independently under own initiative

Recognise own CPD needs

Time management

Technical & Professional Communication

A3 C1 C4 D1 C3 C4


D2 D2 C1 D1

Building Environment Technology and Simple Construction

A1 B1 C1 D1 D2 D3

OPTION

People and Organisational Management

D1 D3 C2 D2 A4

Resources Management C3 C1 B2 D2

Practical Law for Construction and the Built Environment

D2 B2 C1 D1

Building Environment Technology and Framed Construction

B1 C1 D2 D3

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